200 Early Childhood UNIT } (The Preschooler) a Se Preschoolers’ Physical ment MODULE [5 oe er ia Bac _———__———, a4 —— nl - ee in essential part | Aronson of our daily routine.” A ETT a! t At the end of this Module, you should be able to: + describe preschool children’s physical growth. + identify the different gross and fine motor skills. + draw implications of these concepts on physical development on teaching preschoolers. (9A mmm : The preschooler years is commonly known as “the years before formal schooling begins.” It roughly covers 3-5 years of age. Although it is known as the years before formal school, it is by no way less important than the grade school years. The preschool years is very’ important as it lays foundation to later development, At this stage, preschoolers achieve many developmental milestones. As such, pre-service teachers who might be interested to teach and care for preschoolers need to be knowledgeable about them to be truly an intentional and effective teacher. This Module on the physical development of’ preschoolers focuses on the acquisition of gross and fine motor skills, artistic expression, proper nutrition and sleep, and what teachers and caregivers should do to maximize the preschoolers’ development, Poa child reminds us that playtime is a’ i ma]Tho Child and Adolescent Leamers and Leaming Principles ee cma) a From the activity, you were able to see & glimpse ‘cal development. They love to move. They enjoy’ be 0 interested to work with their fingers, like with bloc B 4 more balanced stance than toddlers. Read on and you will leam more about the typical physical development of preschoolers, the important _ and how teachers and caregivers can help maximize of preschoolers’ tive. They They have ph concems and iss the preschoolers’ growth and development. Big Ideas about the Physical Development of Preschoolers ieal growth of 1. There are significant changes in phy preschoolers. ; The preschoolers’ physical development is marked by the acquisition of gross and fine motor skills. 3. Preschoolers can express themselves artistically at a very early age. 4. Proper nutrition and the right amount of sleep are very important for the preschoolers. 5. Caregivers and teachers can do a lot in maximizing the growth and development of preschoolers. 6. Preschoolers with special needs in inclusive classrooms can thrive well with the appropriate adaptations made in the classroom, materials and activities. Significant Changes in Physical Growth Physical growth increases in the preschool years, although it is much slower in pace than in infancy and toddlerhood. At around 3 years of age, preschoolers move, from the remaining baby-like features of the toddler, toward a more slender appearance of a child. The trunk, arms and legs become longer. : The center of gravity refers to the point at ‘which body-weight is evenly distributed. Toddlers have their center of gravity at a high level, about the chest level. This is why they have difficulty doing sudden move- ments without falling down. Preschoolers on the other hand, have their center of gravity at a lower level, right about near the belly button. This gives them more ability to be stable and balanced than the toddler. The preschooler moves from the unsteady stance of toddlerhood to a more steady bearing. They no longer “toddle,” that wobbly way that toddlers walk. This also allows the preschooler to move more fully” thanPart Unl3 Modula 15 - Proschoolor's Phynca Dovolopmant a the toddler. Some say that the later 5 or 6 is the best time to begin Ica riding a bike or skating, By the time the child reaches three yea deciduous, or what are also called “baby or milk” place, The permanent teeth which will begin to com also developing, The preschooler years are therefore a of good dental hygiene. Part of the preschooler years at h around ring skills that require balance like Id, all primary or teeth are already in ic out by age six are time to ins Gross and Fine Motor Development Gross motor development refers to acquiring skills that involve the large muscles. These gross motor skills are categorized into three: locomotor, non-locomotor and manipulative skills. Locomotor skills are those that involve going from one place to another, like walking, running, climbing, skipping, hopping, creeping, galloping, and dodging, Non-locomotor ones are those where the child stays in place, like bending, stretching, turning and swaying. Manipulative skills are those that involve projecting and receiving objects, like throwing, striking, bouncing, catching and dribbling, Preschoolers are generally physically active. Level of activity is highest around three and becomes a little less as the preschooler gets older. Preschoolers should be provided with a variety of appropriate activities which will allow them to use their large muscles. Regular physical activity helps preschoolers build and maintain healthy bones, muscles, and joints, control weight and build lean muscles, prevent or delay hypertension, reduce feelings of depression and anxiety and increase capacity for learning. Fine motor development refers to acquiring the ability to use the smaller muscles in the arm, hands and fingers purposefully. Some of the skills included here are picking, squeezing, pounding, and opening things, holding and using a writing implement, It also involves self-help skills like using the spoon and fork when eating, buttoning, zipping, combing and brushing. Different environments provide different experiences with fine motor skills. For example the. availability of information and communications technology in largely urban areas makes younger and younger children proficient in keyboarding and manipulation of the mouse and the use of smart phones and tablets. While other children use their fine motor skills in, digging in soil, making toys out of sticks, cans and bottle caps. Still others, enjoy clay, play dough, and finger paint.206 q ‘he Child and Adolescent Loamors and Learning Prinelplon -—— By the end of the pl eschool years most children mange t0 holy & Pencil with their thumb and fingers, draw pictures, write le Stissors, do stringing and threading activitie ills like eating and dressi fine motor skills can be es aptly supported and appropriate a CH ye | ‘They can also do sel-hely ignificant progress jy especially if they are are provided for them, ___ Handedness, or the preference of the use of one hand over the other, 'S usually established around 4 yeats of age, Earlier than this, preschoolers, can be observed to do tasks ising their hands interchany bly, We can Observe a preschooler shifting the erayon from left o right and back ain while working on a coloring activity, Preschoolers’ Artistic Development At the heart of the preschooler years is their interest to draw and other forms of artistic expressions. This form of fine motor ctivity is relevant to preschoolers. Viktor Lowenfeld studied this and came up with the stages of drawing in early childhood: Stage I. Seribbling stage, This stage begins with large zig-zag lines which later become circular markings. Soon, discrete shap: The child may start to name his/her drawing towards the end of thi: Stage 2. Preschematic stage. May already include carly Fepresentations (This also becomes very significant when we discuss about Cognitive development). At this point adults may be able to recognize the drawings. Children at this Stage tend to give the same names to their drawings several times. Drawings usually comprise of a prominent head with basic elements. Later, arms, legs, hands and even facial features arc included, Stage 3. Schematic stage. More elaborate scenes are depicted, Children usually draw from experience and exposure, Drawings may include houses, trees, the sun and sky and people. Initially, they may appear floating in air but eventually drawings appear to follow a ground line. Everyone who observes a preschooler go through these stages of drawing would surely say one thirig: that the preschooler drew the same drawing maybe a hundred times! Repetition is the hallmark of carly drawing. One wonders if the supply of scratch papers, crayons and pens will ever be enough. Adults should remember to have a neat supply of these or they will find the preschoolers’ drawings on the furniture and walls! This affords the preschooler opportunities to gain mastery of the fine motors skills involved. Also important to remember is that the preschoolers” representationsPart Il Unit 3 Module 15 ~ Proschooler's Physical Development of drawings does not only involve fine motor skills, but also cognitive skills, Children’s drawings allow us to have a glimpse of how they understand themsely 8 and the world around them Preschoolers’ Nutrition and Sleep The kind of nutrition a preschooler gets has far-reaching effect on his physical growth and development. The preschooler’s nutritional status is the result of what nutrients he or she actually takes in checked against the nutritional requirement for his her age. Obviously, having too much or too little both have their Negative effects. Here in our country, we can see the extreme of preschoolers not having enough food and those on the other end of the extreme where we find preschoolers who are not just over weight but obese. The celebration of the Nutrition month every July is aimed at advocating for proper nutrition. Each year a theme is put forth to advocate good nutritional habits while government programs on giving out fortified bread, milk and even noodles aim to address malnutrition among children, It is important for preschoolers to get sufficient amount of rest and sleep. Preschoolers benefit from about 10-12 hours of sleep each day. It is when they are asleep that vital biological processes that affect physical and cognitive development take place. During sleep, especially in the dream state (rapid eye movement stage), growth hormones are released. Blood supply to the muscles are likewise increased helping preschoolers regain energy. At this state while dreamin; g, increased brain activity is also attained, A Quick Look at What Preschoolers Can Do: (physical skills) This bulleted list of preschoolers’ physical skills is lifted from the Physical Domain component of the Philippine Early Learning and Development Standards (ELDS). This set of standards was based on 8 study commissioned by UNICEF and the Child Welfare Couneil (CWC) . This is now adopted for use by the Early Childhood Care and Development Council. Gross Motor: 36-48 months * Hops | to 3 steps on preferred foot * Skips (with alternating feet) + Jumps and turns Stands on one leg without falling for least 5 se Throws a ball overhead with control of direction Throws a ball overhead with control of Speed onds Kicks a ball with control of speed 207‘To Chit and Adolescent Leemers and Leeming PAnetpe8 Fine-motor Skills: 36-48 Months . + Consistently turns pages of time, looking at pictures wit : Purposefully copies diagonal lines Purposefully bisects a cross Purposefully copies a square Purposefully copies a triangle Cuts with scissors following a line 49-60 months * Copies a simple pattem of different + Draws a human figure (head, eyes, mou! without prompts 7 e * Draws a house without prompts using geometric forms * Colors with strokes staying within the lines a picture or story book one page * fh interest : basic shapes th, trunk, arms, legs, etc.) Personal Care and Hygiene (Self-Help Skills) 36-48 months + Pours from pitcher without spillage + Feeds self using spoon without spillage + Dresses without assistance except for buttons and tying laces + Puts on socks independently 49-60 months + Feeds self using fingers without spillage + Prepares own food + Dresses without assistance, including buttoning and tying + Wipes/cleans hinv/herself after a bowel movement + Brushes teeth after meals without having to be told + Washes and dries face independently without having to be told + Takes a bath independently without having to be told The Role of Caregivers in the Growth and Development of the Preschooler Optimum physical development of preschoolers is largely influenced by the supportive caregivers (parents and teachers) who provide stimulating environment and appropriate activities for the cae If you have friends and relatives who are responsible for preschootery, read and share the following tips:_ (This collection includes those susrested by Lesia Oesterreich, M.S., Family Life xtension Specialist eee Development and Family Studies, Iowa State University) +,P art! Unit3 Module 15 ~ Preschoolers Physical Development _ Engage preschool children in sit i a co tes ol children in simple games that involve running p. Provide them with toys for i catch 5 as Tae Gall ad beta catching and throwing such as soft c ea. activities for preschoolers. Use low balance lines on the classroom floor or playground. Montessori schools have blue or red lines on their preschool classroom floors. es a. etnies for rough and tumble play lke ina grassy ee jai ea observation and monitoring i, of course | e. Ensure that , iat cea eee ‘ . 5 preschoolers get enough rest and sleep. Setting a routine for bed time is ideal. £, Model good eating habits to preschoolers. Encourage more fruits, vegetables, water and fresh juices, rather than processed foods, sugary snacks and sodas. For three-year-olds g. Encourage development of hand-eye coordination by providing large buttons or old beads to string on a shoe lace. h. Play ball, Show children how to throw, catch, and kick balls of different sizes. i. Show children how to hop like a rabbit, tiptoe like @ bird, waddle like a duck, slither like a snake, and run like a deer. Encourage free expression in art projects. Avoid asking “what” children are drawing. Three-year-olds may not know or care, but simply enjoy the process of drawing, k. Provide a variety of art experiences. Make play dough. | Create collages from magazine pictures, fabric, wallpaper, and newsprint. Encourage children to experiment with new media Tike wire and cork, soda straws, string, oF yam. Teach children to mix different colors with paint. For four-year-olds 1. Encourage physical development. Play follow the leader. Pretend to walk like various animals. om. Sorup an obstacle course indoors with challenges such as set wre climbing, Feaping, balancing, and ronning across stepping stones. : n. Encourage walking with a beanbag on the head. For five-year-olds ear ody coordination and sense of balance by playing “Follow the Leader” with skipping, galloping, and hopping. Skip214 inciples The Child and Adolescent Leamers and Learning Principl Cognitive Development Me MODULE 16 cn eM Rig Taos FS — Brenda B. Corpuz, PhD Sr ho could “O” “There ave children playing in the street wh ho solve some of my top problems in physics, Pe they have modes of sensory perception that 1 fe fong ago.” = J. Robert Oppenheimer , LTS In this Module, you should be able to: * describe the cognitive development that takes place among preschoolers, * apply concepts on preschoolers’ cognitive development in preschool teaching and in child care. * take an informed stand/position on current preschool teaching practices, LIC “ Someone once wrote in his journal: “Childhood is a world of miracle and wonder; as if creation rose, bathed in light, out of darkness, utterly new, fresh and astonishing. The end of childhood is when things cease to astonish us, When the world seems famili when one has got used to existence, one has become an adult.” Early childhood (preschool age) is just one Stage of childhood. Do you remember how you were as a Preschooler? What do you remember most as a preschooler? What ar, ‘ did you enjoy doing?6? ESD Preschoolers’ Symbolic and Intuitive Thinking, All the behaviors and the remarks above except Items 14 and 97 are true of preschool children. They are considered immature 18 o9 limitations of preschool children’s preoperational thought according ty Piaget. There are two substages of age reoperational thought, namely, and In the symbolic staye, Preschool children show Progress in their cognitive abilities by being able to draw objects that are not present, by their dramatic increase in their language and make-believe play, In the intuitive substage, preschool children begin to use primitive reasoning and ask a litany of questions, The development in their language ability facilitates their endless asking of questions, While Preschool children exhibit considerable cognitive development, their improved cognitive Processes still show some aspects of immaturity or limitations, ) and tt 3: (That tree for example, indicate ‘ation on preschool children’s symbolic thought process, The remarks indicate that g school children believe that inanimate objects have ‘lifelike’ qualities and are capable ‘of action, This is referred to as animism (Santrock, 2002). Preschool children who use animism fail to distinguish the appropriate occasions for using human and nonhuman Perspectives. However, the fact that they attribute the falling of the leaf and the thunder to a “cause” proves that preschool children realize that events have causes, although the perceived causes are not correct. is another limitation in preschool children’s symbolic thought. Piaget calls this egocentrism, the inability to distinguish between one’s own perspective and someone else's perspective (Santrock, 2002). The child thinks that his father can see him just as he can see hims Item #4, should apply to. preschool children had the childPe process. The amount of liquid that was transferred beaker which was taller but thinner than the ori remains unchanged. However, preschool children to only to the height of the liquid when seen 10 the an taller beaker and fail to consider the width of the beaker. This is a clear evidence of centration, one limitation of the preschool child’s preoperational thought, which is the focusing or on centering of one’s attention on one characteristic to the exclusion of others (Santrock, 2002). In this case, the focus is only on the height of the beaker to the exclusion of the width of the beaker which is clearly another factor that should be taken into consideration. This is also referred to as unidimensional thought. This is also an evidence of preschool children’s lack of conservation, the awareness that the basie property of an object or a substance is conserved (is not changed or altered) even if its appearance is changed. (Santrock, 2002). Child asks a series of “why” questions Item # 5, Preschool children ask a barrage of questions. These signal the emergence of the preschool children’s interest in reasoning and in figuring out why things are the way they are. Their asking questions is a function of their unsatiable curiosity coupled with the dramatic increase in language. Items # 6 and #7 have something to do with preschool children’s # 6 (... strongly attention. Between items # 6 and #7, item # influenced by the features of the task that stand out, such as_ the flashy, attractive clown) applies to preschool children. Because the preschool child pays more attention to the strikingly conspicuous peripherals, they miss the more relevant and more important features needed in problem solving or in task : performance. This is obviously manifested when between two wrapped gifts, one with a big, colorful ribbon and the other without, a preschool child chooses the one with a prominent ribbon. . Item # 8 (Child does not realize that the juice in each glass can be "poured back into the juice box from which it came). indicates irreversibility, Piaget’s term for a preoperational child’s failure to understand that an operation can go in two or more directions. Once Jun can imagine restoring the original state of the water by pouring it back into the other glass, he will reali that the amount of water in both glasses must be the ae Unfortunately, however, in his developmental stage hi ee yet capable of reversible thinking. He is not yet ee working backwards. vel Sepable of to the third inal beaker are drawn thinner218 The Child and Adolescent Learners and Learning Principles Item # 9 (Mike did not like to share a piece of cake with his younge; "sister. Mike’s younger sister was sick. Mike concludes that he made his younger sister got sick) shows that preschool children do not use deductive or inductive reasoning; instead they jump from one particular to another and see cause where none exists, This is transductive reasoning. é Saeed While preschoolers still may be limited to preoperational thinking as you have seen in the Activity, they are making significant advancements in their cognitive abilities like the acquisition of symbolic thought. Symbolic thought is shown in preschool children’s ability to mentally represent an object that is not present. They do not need to be in sensorimotor contact with an object, person, or event in order to think about it. Johann asks his Mom about the giraffe they saw in the zoo five months ago. Moreover, preschool children can imagine that objects or people have properties other than those they actually have. Mark imagines that his one-foot ruler is a saw while he pretends to saw’a piece of wood. Preschoolers use symbolic thought in play, reading, and writing when, for instance, children pretend that one thing represents another such as a wooden block used as a microphone in a magic sing and when they pretend to be dog Bantay while in'a sociodramatic play. In reading and writing they realize that pictures stand for events in a story and that letters represent sounds used in language. Brain Connections in the Preschool Years Because of fascinating developments in neuroscience, brain development of young children have been of great interest to the field of early childhood. Brain research findings point us to more effective ways to. care for and teach preschoolers. From science lessons you had in high school or even in elementary, you will remember that our brain is composed of numerous cells called neurons that connect to each other to function. Cell connections are what we call synapses, sometimes also referred to as synaptic connections. Did you know that: + the human brain contains some 50 billion neurons at birth? + by age 2, children have developed half of the brain cell connections that will be made during one’s lifetime? + around 6 years of age the brain develops for more sophisticated thinking patterns? All these facts point to the enormous potential that the preschooler’s brain has. The child’s billion cells have the ability tooS neuig 18 ~ Cognitive Development of the Preschoolers eee EE eee cree ake almost countless connections that prepare the child for intricate pathways to learn language, acquire logical-mathematical skills. interact with people, grow in his feelings and emotions, and ever fspress himself in art, As such, a preschool teacher would often apserve how a child now has transformed from a dependent toddler into a proud and independent preschooler who can now eat more neatly, emoy reading” a book, tell his own stories among friends, puild beautiful block structures and wear his jacket all by himself. : Brain research has also pointed out the crucial role of the environment. Experts have shown specific areas of brain activity that respond to environmental stimulation. Therefore, the brain forms specific connections (synapses) that are different for each person, The quality of these connections depends on the quality of stimulation and exposure provided by the environment. In the preschool years, a supportive and stimulating environment is that which offers many experiences involving the different senses (imulti- sensorial), and that which allows the child to think, imagine and create is best. This environment can be provided for by @ good combination of a healthy and functional family environment and a quality preschool program. What did that milk commercial say? Oh yes... expose...explore...experience, May we add, all these lead to exponential brain development! Just as an enriching environment favors the preschooler’s brain development, strong evidence also show that highly stressful environments marred by trauma and chaos affect the cognitive development of preschoolers. High levels of stress hormones such as cortisol may lead to diminished brain growth in areas needed for memory, learning and emotional attachment, It may also lead to anxiety and hyperactivity and impulsive behavior. It’s not only the seareme form of negative environment that negatively affects the preschooler's brain. An environment that lacks the proper stimulating experiences can also cause damage. Preschools who make children work with nothing but work sheets and pictures instead of real life, hands-on experiences do more harm than good. As furure teachers, always be aware of your defining role in providing a quality aeveonment that will lead to optimum brain development for preschoolers. Language Development ‘Young children’s understanding sometimes gets ahead of theit speech. vag children go through early childhood, their grasp of the rules of language increases (morphology, semantics, pragmatics).8 TH Child ant Adoloscont Lonsnorn a Learning Princlpl set dramatic ply Symbolic thinking involves language, meme a io Take woh Children rapidly conclude that ce dee Throughout the pre and words represent ide i people, ieee creasii school years, ‘cbikdten’s language development peroneal — complex in the four main areas: Phonology (spee - erage Hex (word meaning), syntax (sentence pee co (em (Conversation oF social uses of language). As they ee ae om a8 they continuously interact with people, preschool a = {ipidly in their vocabulary through fast_mapping, ae OY Which children absorb the meaning of a new word aferahearingti pa’ OF vice in conversation, Preschool children combine syllables increasingly sophist c( imo words and words into Sentences in an increasingly sophisticated mann His not uncommon to hear preschool children using “goed for “went,” “foots” for “fect,” “childs” for “children,” “runned™ for ion of the rules, -year old laughing with e stitred his hair and tickled his “it did winding mel" Another child said, “My father hatches the wood,” meaning his father chops the wood with 4 hatchet. Many of the oddities of young children’s language sound like mistakes to adult listeners, but from the children’s Perspective, they are not, Preschoolers tend to cling to a consi rm questions not by following the patt ubject-verb-object” order but by simply saying with rising intonation the sentence in the natural order such as “Mother is coming?” Likewise, Preschool children tend to have difficulty with the Senlence in the passive voice. When ‘old, “The car was. pushed by @ truck,” preschoolers demonstrate a car Pushing a truck, ern From an expanded vocabulary and improved grammar, Preschool children learn to ‘use language successfully contexts (pragmatics). With an expanded — vocabul, grammar, preschool children become skilled con often initiate conversation, in social ‘ary and improved Versationalists and Parents, teachers, a kinguage development in these four Areas to identify where some children may struggle. Children with mild to Severe speech difficulties can be referred to a Specially trained Professional called a speech, Pathologist in order to work with the child or suggest helpful Strategies for caregivers to improve language proficie nd caregivers can monitor a child's IPart Unit 3 Module 16 - Cogitve Development af he Preschoolers —oooooooooooo panguage and Social Interaction language both to itor their behavior ate. speech yygotsky believed that young children use mmunicate socially and to plan, guide, and moni in g self-regulatory fashion - called inner speech or priv antrock, 2002). For Piaget, private speech is egocentric and immature, but for yygotsky it is an important tool of thought during early childhood. fall cognitive development requires social interaction and language. Children must use language to communicate with others before they gan focus on their own thoughts (Santrock, 2002). Thi implies the importance of interaction of preschoolers with cares! ers for language development. Vygotsky asserted that preschool children are unable to achieve their highest cognitive development (language development included) on their own and that they can improve their cognitive development through use of scaffolding from more-skilled children and adults. He introduced the term Zone of Proximal Development (ZPD) to refer to tasks too difficult for a child to master alone but can be mastered with the guidance and assistance of adults or more skilled children (Santrock, 2002). In short, the ZPD captures the preschool childrens’ cognitive skills that are in the process of maturing, The ZPD has a lower limit and an upper limit.The lower limit of the ZPD is “the level of cognitive development reached by the preschool child independently. The upper limit is the level of additional responsibility the child can accept with assistance of an able instructor.” (Santrock, 2002) Closely linked to the idea of ZPD in cognitive and language development is the concept of scaffolding, a term that refers to the “changing support over the course of a teaching session, with the more skilled person adjusting guidance to fit the child’s current performance level” (Santrock, 2002). The more skilled person is also called More Knowledgeable Other (MKO). Can you think of ways of scaffolding preschoolers to help them reach optimum cognitive and language development? Information Processing Theory-Attention and Memory ‘The Information Processing model is another way of ex and understanding how children develop cognitively. Tt conceptualizes children's mental processes through the ‘met computer processing, encoding, storing, and decoding data, The preschoolers’ attention span lasts longer th an that ofDs | The Child and bdcheacent Learners aed Leaning Prncaghes i toddlers, The child's ability to pay attention changes sipnificare, during the preschool years. But one deficit in attention during preschool years is th, at the Cr p¢ ry of those that are relevant to solving 2 problem to performing mi on a task . Preschool children recognize previously encounters, information, recall old information, and reconstruct, it in the prover. ‘Try asking 2 preschooler what she did on Christmas vacation whey, she returns to preschool after the holiday. She will be able to, Among the interesting questions about memory in the preschens years are thove involving In short-term sernory, (STM) assuming there jx no rehearsal, which can help keep information in STM for 2 much longer period (Santrock, 2002). Older children rehearse items more than younger children. On this count, preschool children may have shorter memory span then primary and intermediate pupils. i ion is an i itive | Between the ages of 2 and 5, long-term memory also begins ws form, which is why most people cannot remember anything in their childhood prior to age 2 oF 3. help children understand, interpret, and predict what will happen in future scenarios, For example, children understand that entering the classroom 2s a class after the flag ceremony involves 2 specific sequence of steps: one bell means put cross your hands right over left on your chest, two bells mean pass quietly and follow the line until you reach your seat, Children ages 2 through 5 also start to recognize that there are often multiple ways to solve @ problem and can brainstorm different (though sometimes primitive) solutions. facts, This sil i obviously crucial for vcildren starting school who need to lear new information, retain it and produce it for tests and other academic activities. Children of this age have also developed Cre veal ep psetsinmation This expanding information processing capacity allows young children to make Part of long-term memory involves seen ee i i |connections between old ANd Hoy se their le (" i aan wse | knowledge of the alphat wp start sounding out 4nd readin, won knowledge base also continues iat wore (iuips/Wwwanilestonecentersine oe ; An early childho n oo ee in rod, us ‘formation processing increase: Lil dent a Nereasingly longer, Young. children ei a great deal of information ip the onion prompts, Sometimes, however, a be ermatic, bat these inconsisten of inadequate Prompts and eu tion are deliberate mental vel the processing of informatio not use rehearsal int jon Ki Ormation, Kor example, children Wer sounds (phonies) During this pe, children's ind become better orpanized, in speed, remember Ne given appropriate cues and the Memories of preschoolers seem to eles may be to some degree the result 8 Rehearsal and organizing informa= tivities that can be employed to improve Es "Young children typically, however, do And organization, The Young Children’s Theory of Mind L ry Of mind refers to individuals’ thoughts about how men- tal processes work (Santrock, 2002), __ By the age of 2 or 3, ehildren become aware that the mind xists. They refer to needs, emotions, and mental states, When a preschool child says, “I forgot my doll,” “I want my ice cream,” these imply that he/she is aware that a mind exi. Cognitive terms such as know, remember, and think usually appear after perceptual and emotional terms, but are used by age 3 (Santrock, 2002). As their representation of the world and ability to remember and solve problems improve, children start to reflect on their own thought processes. They begin to construct a theory of mind or a set of ideas about mental activities (Preschoolers Cognitive Development, 2007). This develops markedly between the ages of three and five. It includes awareness of one’s own thought Processes, social cognition, understanding that people can hold false beliefs, ability to deceive, ability to distinguish apnea ane from reality and ability to distinguish fantasy from reality (Preschoolers Cognitive Development, 2007). How do children manage to develop a theory of mind at 7 Various speculations and research findings suge a young age’ nce is very important, Social experience includ re sommunication, 2) imitation, 3) make-believe play, social interaction. (Preschoolers Cognitive social experien early forms 0! 4) language, and 5) Development, 2007).appalentinacspeealnecenis and Teachers) in the Cognitive pevelopmen reschoolers Learning about how preschoolers think and learn, one will realize that parents and teachers can do a lot either to help preschoolers develop their cognitive skills or impede them. With the best of intentions, one can do more harm than good if the approach to teaching preschoolers is not appropriate. Some adults think that the role of preschools is to prepare the children to pass the elementary schools, and so they “harass” This leads the preschoolers position about school and entrance examinations of the preschoolers to master academic skills. to be stressed and to have a negative dis; about learning. Two prominent org the appropriate practices | are the National Association NAEYC (www.naeyc.org) Education International-ACEI their websites to learn more Below are some approp Cognitive skills of preschoolers. caregivers and teachers by Lesia Oes Extension Specialist, Human Developme! State University) nizations that have position statements about n the care and education of preschoolers for the Education of Young Children and the Association for Childhood (www.acei.org) Be sure to check out about the preschoolers. riate practices that help develop the (adapted from a list of tips for terreich, M.S., Family Life nt and Family Studies, lowaThe Child and Adolescent Learners an’ ©" Socio-Emotional Development of the Preschooler MODULE 17 eS Marla Rita D. Lucas, Pip One rr tional procedure is + AYO ‘tonal prov iy ne_ test of the correctness of educa' Pp ) t the happiness of the child.” - Maria Monesoeey l as é ETT Sy | u | A i 1 be able to: At the end of this Module, you should to: | + explain Erikson’s “crisis” of early childhood, initiative versus | e explain the development of the preschoolers’ sense of self and self-esteem. i. discuss how children develop gender identity. ; describe the stages of play and how it impacts socio- emotional development. ; discuss the different caregiving styles and their effect on | preschoolers. | * describe how significant relationships with parents, siblings | and peers affect the preschooler. ) Socio-emotional development is crucial in the preschool years. We hear a lot of parents and teachers and preschool administrators say that attending preschool is more for “socialization” than for i | guilt, | | their new roles outside their home. assert themselves as they relate with oO Important social skills they will learn dui They become interested to ther people. A lot of very ring the preschool years will ese skills can even determine justment and consequent quality of help them throughout life as adults. Th the individual’s later social adj relationships in adult life.The Child and Adolescent Learners and Learning Principles 240 — a? CSE The observation you did provided you a glimpse of the world of preschoolers. You were once in that world of wonder and fascination. Read through this Module and you will surely understand more why they manifested the social behaviors that you have observed. Big Ideas on Preschoolers’ Socio-emotional Development - 1. The development of initiative is crucial to the preschooler. 2. A healthy self-concept is needed for preschoolers to interact with others. 3. Environmental factors influence gender identity in young children. 4. Preschoolers’ social development is shown through the stages of play. 5. The care-giving styles of parents and teachers affect the Preschoolers’ socio-emotional development. 6. Preschoolers are interested in building friendships. Preschoolers’ Initiative Erikson’s view of initiative aptly portrays the emotional and social changes that happen during the preschool years. As discussed in Module 7, preschoolers deal with the psychological conflict of initiative versus guilt. Erikson believed that healthy preschoolers develop initiative, the. tendency of preschoolers to want to take action and assert themselves. They will yearn to create, invent, pretend, take risks and engage in lively and imaginative activities with peers. When parents, teachers and other adults support these attempts and provide a stimulating environment, the preschooler’s sense of initiative will grow. On the other hand, if the adults show overprotection, extreme restriction and criticisms, the preschooler will develop guilt, As_ preschoolers go through the conflict of initiative ys. guilt, they show so much energy in doing imaginative play activities, Every place becomes a playground to explore, every single thing an interesting piece to tinker with. Adults sometimes get exasperated over this behavior and begin to see the preschooler as “naughty” or “makulit.”” Some parents and teachers then become Overly restrictive, resorting to threats, intimidation and other scary tactics that disrespect the preschooler just to establish “control.” Consequently, the child may develop excessive guilt, Although a good amount of guilt helps in making children take responsibility for their behavior, excessivePort Unity 1 Module 17. 4 Moh tha iar —_—_ yilt hampers CMotional growth Prog a unished and criticized en Up co he ichoolers gs being “salbahe” (bad) “pypy gy ne qworthle: ). This is really happy Years. ONE poster says, “Yo. gon: message emphasizes that ey, a deal with preschoolers can The key thing to Who are view of them: (dumb) of even ‘ad because elves “walang kwenta” childhood years should be have to hit to burt." The en the things we way and the way w already hurt them at th sg > remember js permissiveness.” Thig involves, pe wal i bn prea preschoolers ‘afe and Fespectful of self and ser ile al wi : them greater Opportunity to explore, take risks and to oh creative Processes. Preschoolers will develop a healthy Sense oF initiative in an affirming, encouraging and stimulating environmen. Self-Concept and the Preschooler By the end of loddlerhood, preschoolers come out with a clear sense that they are a separate and distinct person. With their ability to make representations, they can now think and reflect about themselves. Self-concept refers to the way one sces himself, a general view about one’s abilitics, strengths and weaknesses. The preschooler’s self-concept mainly focuses on observable characteristics and his/her usual beliefs, emotions and attitudes. One will hear a preschooler say, “Kaya ko na! (I can do it)” “Ako lang nagsuot ng shoes ko.” (I wore my shoes all by myself). An important aspect of self-concept is self-esteem, which specifically refers to one’s judgments about one’s worth. Preschoolers are naturally positive. Usually they will tend to evaluate their skills high and underestimate the tasks. They are confident to try again even if they don’t succeed with something. However, they may become negative because of repeated frustration and disapproval. Preschoolers need a lot of patience and encouragement from adults. Environmental Factors and Gender in the Preschoolers? Socio-emotional Development ‘As the preschooler’s ability to create schemas develop, they become capable of gender typing, the process of forming gender roles, gender-based preferences and behaviors accepted by society. They come to form gender stereotypes. Preschoolers begin to associate certain things like toys, tools, games, clothes, job: colors or on netions or behaviors as being “only for boys” or “only for girl.” Consequently, they form their own gender identity, the view of |242 ‘The Child and Adolescent Leamers and Learning Principles C ine or feminine: der identity are influenced by he family, teachers. peers and the oneself as being mascul Gender typing and gen environmental factors such as t mass media. This is where Bronfenbrenner’s model comes into the preschooler’s play. Different spheres of influence determine development of a gender schema. Differences in parental expectations and behavior towards daughters and sons affect gender typing and gender identity. More often, boys are expected to show more emotional control and be more competitive while girls are expected to be warm and soft and demure. Parents also expect their children to play with toys that are “right” for their gender. The expectations of other people in the prechoolers’ lives also influence their gender schema. This includes their relatives, teachers, classmates and other h include television, movies, the playmates. mages of what it means Mass media and ICT whic! internet, computer games also offer various i to be a boy or girl. In the US, there is growing debate about Lesbian-Gay-Bi-sexual-Transgender issues which is collectively known ina tight situation oF have to do a as LGBT issues. Schools are ii “balancing act” on how to deal with these issues with children so that schools .are still able to be on the side of respect for diversity without necessarily confusing children who are at a stage of forming their own gender schemas. Preschool teachers should think thoroughly on how to present f what boys and girls can do especially in the discussion notions 0! nity helpers. about occupations or commul Parten’s Stages of Play Play is the main agenda of the preschool years. Play has a social dimeasion. ‘As the preschooler develops, social interaction with playmates increases. Mildred Parten, in the 1930’s did a study on children’s play behavior which led to Parten’s stages of play. Since then, numerou: ies have followed using these stages as s_studi framework. The stages describe the play development of children and the gradual increase of social interaction as they go through these stages. It begins with the very young child’s unoccupied stage, then solitary play, then parallel play, associative and cooperative play. Play becomes an important venue for the child’s development of social skills like entering or joining a play situation, taking-turns, sharing, helping, saying sory, and working together. Play is indeed the child’s major business! >ee Parten’s Stages of Play 243 Part Unit 3. Module 17 ~ Socio-Emot : ‘motional Development of Prasch of Proschootrs | The The’hiia appears not to be pleing but is attention on anythi tha interests him. i. 4, Unoccupied The child spends time watching others play. He may talk to them but does not enter into play with them. The child starts’ to play on his own. He seems not to notice other children playing nearby. 's similar to those 2. Onlooker 3. Solitary Play The child plays with toy 4. Parallel Play near him, but only plays beside and not ‘with them. No interaction takes place. | The child plays with others. There is inter: action among them, but no task assignment ules and organization are agreed upon. 5. Associative Play The child plays with others bound by : some agreed upon rules and roles. The 6. Cooperative goal is maybe to make something, play a game, or act out something. “tiiplos and Learning Prine The Child andl Adoloscont | oarnortt Ma Frfendships in Preschool As they continue (0 grow, preschooler sbecoiie eae in having, friends, This: should be encouraged 10 the pr - hoo! yeas ay friendships benefit the preschoole! development YY providing jp, social comparison ang stimulation, assistinee, companions| Se iatin affection (Kostelnik, 2010). Through friendships, preschoolers are al roles like being @ leader, a follower, able to practice differents sks and someone who helps out and comforts, someone who fakes Fi Briendships are very important because they provide added sense of belongingness and security. In the preschool years, parents and teachers must expose children to experiences that help them learn skills inv establishing friendships, maintaining positive relationships and resolving conflicts. Parents and teachers, when seeing preschoolers in a “fight”, should not just say “Zama na..ano ba yan..isa pa ha, Tama na, friends na kayo..Say sorry na.” Responses like those do not foster social skills among preschoolers. Parents and teachers need to take time and process with children how to resolve conflicts. An integral part of the preschool curriculum is to teach chi important social social skills. fetae Caregiving Styles Caregiving styles affect the sovio-emati chien, Caregivers here refer to ba ee omen of the oer ads that eae forthe cil, Baumving need oven describes the ferent types of caregiving styles Thee development of chlden that looked ito the adult authority sna age development of ciren that Baumrind conducted which bern He des later she identified varying degrees h began in the and responsiveness as determinants of four st of demandingness Marion (2007) expounded on. these determining en of caregiving is. :Part ll Unit Module 17 ~ Socio-Emotional Development of Preschoolers Responsiveness refers to caregiver beh: expression of affection and communication. caring and respectful the adult is to the child. communication and the willingness to expl: ‘and. Demandingness refers to the level of control and and confrontation strategies. child will unders eapectations. This involves discipline aviors that pertain to It refers to how warm, It involves openness in ain things in ways that the Authoritarian high demandingness! low responsiveness Authoritative high demandingness! high responsiveness Permissive low demandingness! high responsiveness Negligent low demandingness! low responsiveness Baumrind’s Caregiving Styles Baumrind’s Ca Effects on Children regiving Styles and Their giving Caregiving Style Description ‘The caregivers/parents/ teachers with this caregiver style has the following descriptions: Effect on the preschooler ‘Authoritative (high demandingness, high responsiveness + Expect behavior appropriate to the age of the child + Maintain reasonable and fair limits + Closely monitor the activities of the child + Warm and nurturing + Have realistic expectations of the child * Makes the preschooler feel safe and secure + Teaches the child to take responsibility for his/her actions 245246 ‘The Child and Adolescent Learners and Learning Principles Caregiving Sige style fas the following, descriptions: Fifeet on the presehunler Authoritative (high demandingness, high responsiveness mesa and sistent manner Discipline approach focuses more on teaching than punishing, Develops good welt contol Develops # realistic view of oneself Puilds the ebild’s capacity for empathy Set subjective or unreasonable limits Communicate mes Strive to have strong psychological control punishment, withdrawal of love, threats Not able to teach children a better way to behave Lead 10 agpressi behavior of the child Brings about poor self-control Results in poor sel esteem Authoritarian high demandingness, Permit the preschoolers to regulate their own behavior and make their own decisions even when preschoolers are not yet ready to do so Do not set rules or very few if any Do not demand good behavior or task ‘accomplishment May lack confidence in their ability to influence the child Maybe disorganized and ineffective in managing the family and household/ class Shows undemanding, different and rejecting action towards the child Has little commitment to their roles as parents/caregivers Maybe depressed or overburdened by many concerns like poverty, marital problems, or absence of support from others Has difficulty control- Jing histher impulses Tends to be dependent ‘Tends to be demanding of their caregivers ‘Tends not to persist or casily gives up on a task Does not easily follow Maybe rebellious Does not handle frustration well Has inadequate emotional contro} Difficulties in school performance When parents’ havior is to the extreme or if child experiences this style arly, the child may have: attachment problems delayed cognitive development Poor social and emotional skills delinquent behavior later in adolescences quick Look a the Philippine Early Lea jonal Expression From gmot Part il Units " tt What Preschoolers Can Do ring Standards, ECCD Council, 2010) Expression of Basic Emotions — 31-48 months G-4 years) gelf-regulation of feelings/emotion Display of Self-Appraisal Emotions + Expresses what he/she likes + Expresses what he/she dislikes + Can talk about difficult feelings (¢-8» he/she experiences anger, sadness, worry) + Willing to try something in order to Jearn more even if unsure of a successful outcome + Perseveres when faced with challenging or new tasks + Accepts brief delays in gratification + Accepts defeat well; is not a sore loser + May have some fears but is not overly fearful, 4 nervous «May feel sad at times but n' depressed nxious OF ot to the point where he/she is (shame, pride, guilt) + Plays to lea a game + Plays to gain mastery of a game + Shows pleasure and enjoyment over or efforts + Confidently joins sma competitive his/her successful attempts II groups especially if situation is © Seeks assistance from an adult or child to solve a problem Receptivity to Others’ Emotions Receptivity to ‘emotions and having empathy 37-48 months | Feels others’ distress and acts appropriately (©-8. helps comforts, gives, suggestions, etc.) , 7 Emerging Sense of Self Talks about parts o Knowledge of Self and Basic Roles of People in his Environment f the body and their functions + Talks about own specific abilities and characteristics (e. “Bs‘The Child and Adolescent Leamef> ©" tc. : s helpful, studious, © c.) og what they like and ings, dances, sings, giver can dO at primary care Describes whi don’t like = + Defends possessions with determination se the Way fore + Can give reasons OF justify why he/she ae did Forming Attachments secant adults and «Shows preference for the company of se et ent children (other than the primary caregive! adults and children Interactions with Other Children + Plays with 2 or 3 children u + Participates in games with ot way Chats/converses with other children Takes turns and shares toys with others + Actively participates in classroom and group routines Plays organized group games fairly Interaction with Adults equipment sing the same play lays in his own ther children but pl: 36-48 months + Verbalizes feelings related to events that arise in classroom, home, and environment in a positive way Speaks respectfully with adults using “po” and “opo” and/or appropriate titles Recognizes the importance of adult’s ideas and experiences by listening and asking questions when they share these Clarifies rules and routines before abiding by them Shares personal perspective when he/she does not agree with or see the value of a rule or-routine * Can take on another person’s viewpoint Pakiramdam (Sensitivity) + Knows when to stop asking questi i Hae Pp ig questions or when he is being + Cooperates to minimize conflict or tension Appreciating Diversity + Asks questions that indicate he/s ices di ‘she not . oe ices differences in socio-Part Unit Module 17 ~ Socio-Emotional Development of Preschoolers ee Asks questions ab : out new/different words (dialects) and practices in the con mmunity Talks about gender differences and roles Regards everyone respectfully, does not resort to pectfully, using proper titles/labels, and es name-calling ae to make friends with other children and adults in illerent situations and locations (e.g., schools, neighborhood) The Role of Caregivers in the Socio-emotional Development of the Preschooler From the discussion above one can see the very important role that parents and teachers play in the socio-emotional development of the preschooler. The following tips are given to caregivers (parents and teachers): lL Greet each child with his or her names each day. Be sincere and Tespectful to each child, Read storybooks that deal about friendships and different feelings. Develop routines in the home or school that encourage working together and getting along. Help children learn to make rules and play simple games by providing opportunities for them to play in small groups. . Play games that involve social interaction and team work. . Observe how a child plays with other children. Teach him to request, bargain, negotiate, and apologize. . Help children understand and cope with strong feelings by giving them words that they can use to express how they feel. “I can see you are SAD about your pet, ANGRY at your sister ....” 8. Use dolls, puppets or pictures to demonstrate to children how to express feelings appropriately. 9. Acknowledge how the child feels. For example. One can say, “Nalulungkot ka dahil hindi ka nakasama sa party.” (You seem sad that you did not go the party). When we do this, we are able to model to the preschooler that is is important to listen and that having feelings, even negative ones, are okay. 10.Catch children doing good. Affirm the efforts they make to accomplish something. Be specific in your praise. Do not just say, “Good job” or “Very good.” Instead, say, “When I saw you pack-away your toys, I felt really happy. Remember to always pack-away.” a 11, Read storybooks that deals about friendships 12, For teachers, develop routines that encourage working together and getting along it